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1
STELLAR: Strategies
for English Language
Learning and
Reading
English Language Curriculum for Primary
Schools in Singapore
Shared Book Approach (SBA)
SBA 1:
1.Pupils read a total of 20 big books in
a non-threatening environment
2.Big books cover a variety of
genres – fiction & non-fiction
texts
5
Shared Book Approach (SBA)
SBA 2:
1.Explicit teaching of grammar &
vocabulary items using the context of
the big books
6
STELLAR’s 2nd Approach – Modified
Language Experience Approach (MLEA)
Experience it!
Write about it!
7
Modified Language
Experience Approach (MLEA)
MLEA 1:
1.Pupils are involved in hands-on
activities
2.Teacher leads a discussion on what
the pupils had experienced
3.Discussion is recorded as Class Story
(CS)
8
Modified Language
Experience Approach (MLEA)
MLEA 2:
1.In small groups, pupils write a parallel
story or they provided an alternative
ending to the story
9
Modified Language
Experience Approach (MLEA)
MLEA 3:
1.Individual writing stage
2.Pupils write their own story about the
experience using some of the ideas
and vocabulary culled from the CS
and group writing
10
Learning Centres (LCs)
3 broad types of LCs
1.Reading centre
2.Listening centre
3.Word Study centre
• Grammar and vocabulary actitivities
are conducted
Independent learning at the pupil’s
own pace
12
13
Flow of a STELLAR lesson
1.Shared Reading
Experiences (SBA)
2. Shared Writing
Experiences (MLEA)
3. Language Use Activities
in Learning Centres (LC)
Children read storybook with
the teacher and engage in
oral discussions with teacher
and peers
The teacher prepares mini lessons
based on specific needs of children to
prepare them for reading & writing
activities; e.g. grammar, vocabulary,
word recognition, decoding skills,
spelling
The teacher models writing
using children’s language.
Children engage in writing
together and in writing
independently
14
STELLAR & School-based
curriculum (SBC)
Adopt the same guiding principle
Explicitly teach the 4 macro language skills of reading, speaking, listening & writing
Language teaching is done using meaningful contexts
Provide opportunities for pupils to use the language acquired in authentic contexts
15
I can Read & I choose to Read
Equip pupils with the ability to read & the desire to want to read
Reading is the KEY to unlocking the world of knowledge & information
- National Geographic magazine (NGX)
- Extensive Reading programme:
1.Class library
2.Reading Activities Card (leads to a Reading badge)
3.Reading with my family booklet
16
Write Right
From word to sentence to paragraph
Sentence structure
- re-arranging of sentences
- Sentence
Topic sentence
- elaboration of the main idea
17
Listen Well
Expose pupils to good models of
English Language
1.Listening Corner with Junction Box -
stories, rhymes & poems on cds,
audio books & e-books
18
Tell Me More! (TM2)
Poetry recitation (alternative
assessment)
I am a Star programme
Class discussions
19
experience english / e2 @ programme
- e2 @ the Zoo & Jacob Ballas
- Use English to complete certain
assigned authentic tasks in the real
world
20
Expectations
Pupils are able to:
1. read with understanding
2. listen to beginning, ending sounds &
blends
3. recite a poem with good expression
& intonation
4. write a connected paragraph of about
5 to 8 sentences
Holistic Assessment (HA)
Speaking: • Poetry recitation (recite a poem taken from the
Reading with My Family booklet)
• Hear Me Out! (talk about a given topic or object)
Listening: • Letter word recognition
• Beginning & ending sounds & blends, rhyming
words
• Following instructions
• Picture matching
21
Holistic Assessment (HA)
Reading: • Sight words (assessed for accuracy)
• Short passage (assessed for fluency &
expression)
• Running record (assessed for accuracy, fluency &
expression)
Writing: • Personal recount (individual work)
• Portfolio (collection of pupil’s work to show their
development)
22